Fourth, not only is there a growing dissatisfaction with the library act as administered, but there is actually active opposition to it--on the part of some teachers, and on the part of certain public-spirited citizens. So much so is this a fact that a counter movement is already in progress. This consists in the establishment of rural libraries by private gift, by the citizens at large, and by certain societies. Tryon has such a library, a delightful building with two rooms and an ample supply of standard books; Lenoir has one; Boone has one. Yet these are small towns, two of them not exceeding 300 inhabitants each. An interesting feature of one of these libraries is that it serves largely as a social center for community life. Afternoon tea is served in it; musicals held; club papers read; even the Woman's Exchange meets and exhibits once a week. I had no means of discovering how general this movement was, nor yet of determining the ratio of emphasis laid on the social side of the work. But I want you to note one point--the movement starts with the adult and with standard works, and only by means of the adult, or through the parent, is the child reached. It is the exact antithesis of the state movement. Fifth, the libraries are neglected. In no school did I find a well-appointed one, and where there were bookcases they were tucked aside in corner or entry, thick with dust, unused. The state statistics as to the growth of this movement ignore absolutely the facts I have mentioned. Therefore, I claim that in no true sense are these statistics representative. The movement, however, has interest. It is alive. It is sweeping through the state. It spends thousands of dollars a year. It concerns itself wholly with children. These are its characteristics. There can be no two opinions as to its lack of balance, for the adult is not even considered. There can be no two opinions as to its intellectual and educational values. Buying only "juvenile literature" they are of the smallest. There can be no two opinions as to its morality: the people are taxed, yet only a fraction of the people, only those who have children below the seventh and above the first grades, receive a return. How far North Carolina was seeking guidance of the North, how far the North was also over-emphasizing, if it was, the children's side in library work, I next wished to determine. This brought me back to Boston, and to my second and final year of service on the Examining Committee. The chairmanship of the sub-committee on branches gave me opportunity for studying library work as it touched the child and the school in cities. This I supplemented by a less intensive study of library conditions in towns, in Massachusetts, Connecticut, New Hampshire, seeking to make my knowledge comprehensive.